Using Data Evaluate Current Practice and Create Recommendations
Created a PICO, collected data related to the PICO, organized that data and written it in academic format (Annotated Bibliography), and gotten to know your group members better (Discussion 3). In this discussion, you will move to the next step of identifying implications for practice or recommendations for moving forward with your topic - a focus on quality improvement.
Discussion Objectives:
• Using the literature gathered on the PICO topic, identify whether the evidence supports continued adoption of the current practice or if the practice should be adapted or abandoned.
• Identify current professional guidelines related to the clinical question topic.
• Develop recommendations for practice based on the data discovered in the literature review process.
• Describe the evaluation process and staff education necessary to promote implementation of change in the current practice protocol.
In your initial post for this week, answer the following questions:
1. What is your PICO question?
2. Share the existing professional guidelines that are currently adopted for your PICO. Look at the AHRQ website, National Institutes of Health (NIH), Institute for Healthcare Improvement (IHI), and other national healthcare guidelines from a reputable resource. What do they say? (Remember that the sources you use to answer this question will need to be included in the reference list at the bottom of your initial post.)
Sample Solution
My PICO question is: In adult patients with suspected myocardial infarction (P), does the use of high-sensitivity troponin T tests (I) compared to conventional troponin T tests (C) improve outcomes in terms of mortality rate, time to diagnosis and treatment, and reduced false positives/negatives (O)? 2. What did you find from the literature review related to your PICO? The literature review revealed that high-sensitivity troponin T testing was superior to conventional testing in terms of mortality rate, time to diagnosis and treatment, and reduced false positives/false negatives. Studies indicated that this method had greater sensitivity for identifying acute coronary syndromes compared with conventional methods, allowing for earlier detection and intervention. Additionally, studies also showed a reduction in hospital admissions due to preventable misdiagnoses or delays in care using high-sensitivity troponin T testing. 3. Are there professional guidelines related to this clinical topic?
Stage 4 lessons within the relatively new curriculum of Computer Science, and how literacy and numeracy can support learning in order to provide a fully inclusive learning environment.
The delivery school in Sherborne where I am employed is rated ‘Good’ by OFSTED (2017). It converted to an Academy in 2012 and holds approximately 1580 students aged 11-18. It has a relatively low number of students who have English as an additional language and the free school meal/pupil premium percentage is approximately 13% lower than national average (Gov.UK). For this assignment, I will use my Year 10 Computer Science class. This is a predominately male class with one female student. Their target grades range from grade 3 – 8, with the majority of students at the upper end of this range. The data for this class can be seen in Appendix A.
The subject content for this assignment is Python Programming, looking at how the incorporation of numeracy and literacy supports learning in this topic. All subjects to some degree use literacy and numeracy. Particularly having awareness of this in Computer Science is very important. Computer Science especially ‘has deep links with mathematics’ (DfE, 2013). Students are required as part of the OCR (Oxford and Cambridge) GCSE Computer Science Specification to complete a programming task which involves planning, reviewing and evaluating their programs. Lacking the basic literacy and numeracy skills would hinder students’ ability to complete this task.
The OCR syllabus states students must be able to apply Computer Science related mathematics confidently (OCR, 2018, p.8) and have the understanding of key mathematical elements laid out in Appendix B. In the aims of the National Curriculum for Computing it says that students must be able to ‘understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation’ (DfE, 2013). This not only relates to the programming activities, but the syllabus clearly lays out that it includes both practical and theoretical contexts, and the use of computing-related mathematics within those contexts (OCR, 2018, p.31).
A detailed break-down of each lesson for this assignment can be seen in appendix. All the activities support literacy and numeracy (Appendix xx) . These lessons were conducted o